The transition to middle school is frequently associated with declines in students' engagement and academic achievement. While some researchers attribute these problems to adolescence, others attribute them to the nature of the middle school.
Research indicates that engagement reflects students' psychological experience in classes and school. The satisfaction of basic psychological needs for competency, autonomy, and relatedness is necessary for engagement and more generally, for human development. Critical research tells us that the structure and culture of middle schools typically does not address these basic needs and therefore, contributes to the deterioration of students' engagement. The purpose of this qualitative case study was to develop deeper understanding of students' experience during the transition to middle school, and specifically, to identify conditions that supported engagement. Six female and five male sixth graders, participated in this year-long study. Data were drawn from semi-structured interviews, group discussions, surveys, and school records.
All students were ultimately engaged behaviorally, cognitively, and emotionally. The sense of relatedness with teachers and peers was the foundation for engagement. The most important contribution was the quality of relationships with teachers. Students, who felt cared for, enjoyed class, felt competent, and participated in their learning. Teachers demonstrated care by developing personal relationships with students and through their instructional practice. When teachers used students' first names, said hello in the hallway, joked, and encouraged discussions with an exchange of personal ideas, students perceived them as caring. Teachers who were enthusiastic about their work; involved students in problem solving; checked for understanding; provided feedback, thorough explanations, and assistance; and demonstrated concern for students' success also contributed to students' engagement. Proactive teacher behaviors presented opportunities for connections and supported engagement. Peer relationships also eased the transition and supported engagement. Students with friends in their classes felt confident and comfortable and participated more.
The study itself eased the transition, since students had the opportunity to discuss issues and maintain supportive connections with the researcher, their fifth grade teacher, and classmates. Additionally, the middle school, under the principal's leadership, intentionally adopted organizational practices to facilitate teacher and peer interaction and encourage student engagement.
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